Mazur Clay, Creech Catherine, Just Jan, Rolle Cleo, Cotner Sehoya, Hewlett James
Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455.
Department of Biology, Mt. Hood Community College, Gresham, OR 97030l.
J Microbiol Biol Educ. 2021 Mar 31;22(1). doi: 10.1128/jmbe.v22i1.2459. eCollection 2021.
In March 2020, the COVID-19 pandemic altered instructional and learning strategies at institutions across the globe. This emergency transition to remote instruction (ETRI) resulted in ambiguity regarding what to teach, how to teach, and instructor and student workload. We report on a survey-based study of 44 community college (CC) faculty at 16 institutions, with the aim of documenting how our CC faculty colleagues perceived the ETRI, the challenges they faced, and the resources that were-or would have been-most helpful. We conclude with recommendations, in the words of participating faculty, to address prevailing concerns voiced by these instructors: namely, the lack of student-faculty interactions in the online space, concerns about student access to resources, and the demand for authentic research and lab experiences.
2020年3月，新冠疫情改变了全球各院校的教学策略。这种向远程教学的紧急转变（ETRI）导致了在教什么、如何教以及教师和学生工作量方面的模糊性。我们报告了一项对16所院校的44名社区学院（CC）教师进行的基于调查的研究，目的是记录我们的社区学院教师同事如何看待向远程教学的紧急转变、他们面临的挑战以及哪些资源——或者原本会是哪些资源——最有帮助。我们以参与研究的教师的话作为建议，以解决这些教师普遍表达的担忧：即在在线空间中学生与教师互动的缺乏、对学生获取资源的担忧以及对真实研究和实验室体验的需求。
